A Comparison between The Play and The Movie.
A Play by: Paul Zindel
Presented by: Sagit Renick and Carol Wolff
NBA Online Course, Spring 2005
Table of contents
Covering letter to Colleagues
Covering letter to Students, Teachers and Parents
Introduction to the Play
Template (completely filled out)
Teacher's checklist
Project Page
Writing a Research Question
Checklists – Group work agreeing deadlines
 - Start of Project
 - During Project
 - Final for written work
9. Rubric for Assessing Written Presentation
10. Principles for Public Speaking
11. Checklist for Public Speaking
12. Rubric for Oral Presentation
13. Self Reflection Page
14. Social Skills : Lesson Plan
15. Visual Aids: Lesson
16. Work Sheets
1.
2.
3.
4.
5.
6.
7.
8.
2
Dear Colleagues,
We have embarked on a huge project which will be divided into different
sections. We have chosen to develop one of the aspects of the project which
is “The Differences between the Movie and the Play”.
We will offer the students other options/choices but at present we will not
address them.
Choices are:
1. Putting on the Play
A. Written work:
1. Each student does his/ her own character analysis.
Analysis will include background information which helped you to
understand the role.
B. Oral presentation.
Performance of “One Act of the Play” –By heart and with props and
setting.
2. Translation Project
A. Written work:
a. Translation of play script to Hebrew
b. Discussion of dilemmas involved in translating process
c. Discussion of the relevance of the play to Israeli society.
B. Oral presentation.
Presentation of a “select” part of the play and followed by discussion
of the above.
3. Re-writing the Script
A. Written work:
a. Change or add a character and write a new script accordingly.
b. Discuss the consideration you dealt with.
c. Explain the changes you made.
B. Oral presentation
Performance of a “select” part of the play and followed by discussion
of the above.
3
‫אל‬
‫תלמידי יב' ‪ 4‬ו‪ 5-‬יח"ל והוריהם‬
‫תאריך‪....‬‬
‫שלום‪.‬‬
‫‪The Effect of Gamma Rays on Man-in-the-Moon Marigolds‬‬
‫אחרי שסיימנו את כל העבודה על המחזה (בחנים‪ ,‬עבודות‪ ,‬אוצר מילים) וראינו את הסרט‪ ,‬אנחנו‬
‫שמחים להודיע שכולנו נהנינו מכך‪ .‬כולנו הרווחנו מהדרכים המעניינות ובעלות בדמיון בהן ודרכן‬
‫למדנו את המחזה‪ .‬במהלך הלמידה הבאתם עבודות מדעיות משנים קודמות והצגתם אותם לכיתה‬
‫(נוסטלגיה)‪ ,‬הבאנו חרציות לכיתה ועוד חומרים שהיו קשורים בצורה זו או אחרת למחזה‪.‬‬
‫השלב הבא שלנו עכשיו הוא הפרוייקט‪ ,‬ששוויו יהיה ‪ 03%‬מציון הסמסטר שלכם‪ .‬ביום הבגרות בע"פ תתבקשו‬
‫להציגו בפני הבוחן – לכן כדאי ורצוי שתעשו את המיטב ושתעבדו בצורה רצינית‪.‬‬
‫הפרוייקט יכול להיעשות לבד או בקבוצות של ‪ 0-4‬בקבוצה‪ ,‬ויודרך על ידי טבלאות מעקב ובדיקה לכל אורך‬
‫הדרך‪ .‬גם אני אהיה לרשותכם לעזור לכם ולעודד אתכם בכל דבר שתבקשו‪ .‬אתם תתבקשו לעבוד‪ ,‬בין השאר‪ ,‬גם‬
‫בחדר מחשבים ולהשיג עזרה‪ ,‬ויחד עם זאת תצטרכו לאסוף מידע ולעבוד בזמנכם הפנוי (לא על חשבון שעות‬
‫האנגלית בלבד) בנוסף לשיעורי האנגלית הרגילים‪ .‬זו אחריותכם לעקוב אחר ההוראות ולהגיש את העבודה בזמן‬
‫הנתון‪.‬‬
‫כל קבוצה תידרש להציג את העבודה שלה לכיתה כחלק בלתי נפרד מעבודת הפרוייקט‪.‬‬
‫מועד הגשת הפרוייקט הוא ____________‪ ,‬והוא יוצג לכיתה על מנת לקבל ציון כולל‪ .‬העבודה תינתן‬
‫לתלמידים במהלך שיעור האנגלית‪ ,‬ע"מ שנוכל יחד‪ ,‬לעבור על ההוראות‪ ,‬להסביר ולהבין את הנדרש‪.‬‬
‫הציון על הפרוייקט יינתן לפי‪:‬‬
‫‪03%‬‬
‫עבודה כתובה‬
‫הצגת הפרוייקט בכיתה ‪55%‬‬
‫‪5%‬‬
‫נקודות בונוס‬
‫(נקודות בונוס יינתנו על הגשת העבודה בזמן‪ ,‬מסודרת ומאורגנת כנדרש‪.).‬‬
‫אני יודעת שאתם תרוויחו ותיהנו מהכנת הפרוייקט – אנחנו רק יכולים להרוויח מהלמידה!‬
‫בהצלחה‪.‬‬
‫____________ ‪ -‬מורה לאנגלית‬
‫העתקים‪:‬‬
‫מנהלת פדגוגית‬
‫רכזת האנגלית‬
‫מחנכות הכיתות‬
‫יועצת השכבה‬
‫‪4‬‬
Dear 12th Graders, Parents and Homeroom Teachers,
The Effect of Gamma Rays on Man – in – the – Moon
Marigolds
After doing all the ground work such as reading the play, understanding it,
doing work sheets and having seen the movie, we are pleased to report that
fun was had by all. We all benefited for the enthusiasm and imaginative
ways we worked. Students brought in old science projects and we discussed
these, marigolds were also on display in our class rooms and various
paraphernalia related to our topic.
Our next stage is the project work which will be worth 30% of your semester
grade. On the day of your Oral Bagrut you will have to present it – so do
your best and take this work seriously.
Project work can be done individually or in groups of 3 or 4 per group and
will be guided along the way with check lists and rubrics to help you. I, your
English teacher, will also be available to help and encourage you. You will
be required to work in the computer room and get some help but you will
also need to gather information in your own time, as well as during specified
class times. It will be your responsibility to follow instructions and hand
work in at appointed times.
Each team will have to present their work to the class as an integral part of
the final grade.
The project should be completed by ___________________________. And it will
be presented to the class for a grade.
The grading will be as follows:
Written Presentation
Oral Presentation
Bonus Points
70%
25%
5%
(Bonus points will be given for work completed in set time limits)
We know you will benefit and enjoy this project – we can only gain from
learning!
Good Luck!
5
Paul Zindel
Introduction
The Effect of Gamma Rays on Man-in-the-Moon Marigolds is Paul Zindel's
best-known play. It is an autobiographical drama loosely based on his
experiences growing up in a single-parent household. The play's main
character, Beatrice, is modelled on Zindel's mother, who became a bitter and
disillusioned woman after the departure of her husband. The play was first
produced in 1964 at the Alley Theatre in Houston, Texas. It eventually
opened off-Broadway in 1970, and in 1971 made a brief jump to Broadway.
Overall, the play enjoyed a very successful New York run of 819
performances. Zindel's portrayal of the painful side of family life struck a
chord with audiences who found they could easily relate to the themes of
loneliness and shattered dreams. The play was critically acclaimed and
earned several awards, including an Obie Award for best play of the season
(1970), the New York Drama Critics Circle Award for best American play of
the year (1970), and the Pulitzer Prize for drama (1971). It was so popular
that in 1972 Twentieth-Century Fox released a film version starring Joanne
Woodward.
The Effect of Gamma Rays on Man-in-the-Moon Marigolds has been widely
read and performed up to the present day. Its realistic portrayal of the
struggles of young adults still resonates with audiences, even though it was
written more than thirty-six years ago. An edition with a new introduction by
Zindel was published in 1997. In it Zindel talks about the direct parallels
between the characters and his own family, and notes how pleased he is that
the play still speaks to modern audiences.
6
Stage one: Identifying targeted benchmarks
and/or goals, and criteria for assessment
Targeted Benchmarks and/or
Goals
Criteria for Assessment
Recognize the use of literary
techniques in a variety of genres
and to be able to compare between
them.
Did the student understand what
they read? Did they understand
the particular style, form and
content of the literary
composition? Could they see and
note the difference between the
two mediums.
Did Pupils gain insight into the
complexities of language?
Being aware of cultural and social
themes in literary texts.
Did pupils develop critical
perspectives towards different
cultural values and norms
Did pupils gain cultural,
historical and social insight from
reading un-adapted literary texts
Engage in extended conversations,
using language to suit context,
audience and purpose.
Are students aware of the
differences in appropriate use of
language and the dynamics of
language changes, such as shifts
in word connotations
7
Stage two: Describing the project work
assignment
Description of the Project Work Assignment
We have decided to do our Project on "Gamma Rays" for a 4 - 5 point group
of students.
"The Effect of Gamma Rays on The Man-In- Moon Marigolds"
It is a play by Paul Zindel, which deals with family interaction in America. It
revolves around relationships between a mother and her two daughters.
We would like our students to compare between “The written play and The
movie.”
Student must note differences between language and techniques between a
play and a movie.
(Our project is only one part of a project already done in the 11th grade 5
points. (Other parts of the project were: to act the play with background
research on each character, translating the play into Hebrew with
discussing the problems in translating, re-writing the script with changes in
the cast.)
We would like to develop the work on the comparison between the play and
the movie.
8
Stage three: Choosing tools for assessment
Type of Assessment
Who Assesses
Rubric
Self
Checklist
Peer
Assessment List
Teacher
9
Stage four: Mapping out prerequisite skills and
knowledge
Skills
EFL Skills
Goals
Prerequisite Skills
and Knowledge
Recognize the use of
literary techniques in
a variety of genres and
to be able to compare
between them.
Understand what they
read and what was
shown in the movie.
Understand the
differences of the 2
mediums.
Learn necessary
vocabulary.
Students will see the
movie and read the
play. Work sheets
will be given for better
understanding of the
play.
Research Skills
Being aware of
cultural and social
themes in literary
texts.
Being aware of
different mediums
available and knowing
how to use them.
Such as internet,
research libraries,
newspaper reviews.
10
How to ask research
questions.
How to summarize
effectively.
How to decide what is
important information
regarding the 3 c’s.
Content
Context and Culture.
Students must use
hard copy of the play
to highlight and
summarize relevant
information. Use
information that they
have researched
effectively in
presenting written
and oral project.
Social Skills
Provide opportunities
for peer interaction
Understand what
group work is all
about.
How to delegate work
load amongst each
other.
Learn to compromise.
This they will learn
by trial and error. As
teachers we can
gently steer them in
the right way Lesson
on social skills as
attached.
Organizational Skills
Presentation Skills
Encourage problem
solving and critical
thinking skills, such
as analyzing,
comparing,
generalizing,
predicting
hypothesizing at all
level of language
learning development
Time management
skills
Engage in extended
conversations, using
language to suit
context, audience and
purpose.
Students must
maintain eye contact
with audience.
To show confidence in
public speaking.
Students must not
rely on written notes
Develop confidence in
their ability to use the
target language
11
Learning to work with
organizational charts.
Give students
appropriate check
lists. Check lists for
Start of project, work
in progress, final
product and
presentation.
We will give a lesson
on public speaking
and body language.
Using “unit on Body
Language in
Kaleidoscope”
Students will use
attached work sheet
and check list.
TEACHER CHECKLIST FOR PLANNING PROJECT
WORK
Yes
I have chosen a specific class to do the project with.
I have set a starting date for the project.
I have informed the necessary people about the project.
I have defined the project goals in terms of benchmarks
where applicable.
I have defined the prerequisite skills and knowledge that
have to be taught.
I have started teaching the prerequisite skills and
knowledge.
I have chosen an umbrella topic for the class. It is based
on a literature work (a play).
I have finished teaching the play, and make sure students
understand the literary piece. (the play)
I have designed and typed out all the assessment tools for
assessing the project.
I have a handout that clearly explains the process and
requirements of the project to give to the class.
I have organized the use of the library, computer room,
resource center where applicable.
I have started collecting resource material for the project to
give to the pupils.
I have looked for suitable Internet sites for the project
topic.(optional)
I have typed out a self-reflection page to give the pupils at
the end of the project.
I have planned and organized the oral presentation of the
project.
I have set dates and deadlines for the process of the
12
Not
yet
project.
I am ready to start the project.
Project Page
Choice 4:
Differences between: The Movie and The Play.
Introduction to Project:
Goal:
What it takes to write a play and a movie and the differences between the two
mediums.
Skills:
 Working in groups.
 Surfing the Internet.
 Interviewing lecturers and drama students.
 Translating.
 Using dictionary and encyclopedias
 Writing, reporting and summarizing.
 Public speaking.
A.
Written work
 Note the differences between the written script and the movie.
 Give reasons for these differences by researching the subject of movie
making.
B. Oral Presentation
 Present your findings as in the topic-based research project.
13
Step by Step
A.
Getting Organized
 Divide up into groups of 3 – 4
 Decide on who does what and when. (fill in chart and hand in)
 Set time aside for project work after school hours.

B. Sources
 Internet sites:
http://www.enotes.com/effects-gamma/
http://www.essaysample.com/essay/002565.html
http://sched.sbu.edu/faculty/pschafer/read512/gammacontent.html
http://www.nctimes.com/articles/2005/03/23/entertainment/theater/31605122829.txt
 Library (see Yamina, Yafit on 2nd floor)
 Drama Department at Sapir College to interview students and
Lecturers.
C. Taking notes.
As you read, make notes on relevant page.
At the end of class, hand in notes to me. Also, write me a few lines telling
me how it went, if there are any problems, need for help etc. Check lists will
be given for work in progress.
D. Writing your Report.
 “Artistically designed” cover page that relates to the theme, names of
participants, name of topic, date of submission.
 Introduction of your research questions. What interests you about this
topic, what you would like to find out and why?
 Your findings from your research.
 Conclusion. Summarize the topic; tell what you learned, what you
would still like to know, and give personal opinions about the
findings.
 Bibliography: List sources (minimum 4 sources; minimum 2 sources
in English). Use library periodicals / books, encyclopedias, internet,
interviews, videos and surveys.
 Appendixes: A photocopy of each source test you used in your work.
14
E.
Requirements for Oral Presentations: 10 – 15 minutes in front of
the class.
The presentation focuses on some or all aspects of your research using at
least one of the following aids: Power point, video clip, magic board, drama,
pictures, music, and or poster.
Writing a Research Question
Once you have decided what topic you want to research for your project, you
need to make up a research question.
A research question looks at the connection (‫ )קשר‬between 2 things, or the
influence (‫ )השפעה‬one thing has on another.
Write the topic you wish to work on in the center of the circle, and
brainstorm to think of what comes to your mind when you think of the topic:
See if you can come up with a connection or how things influence each
other, from your brainstorm.
Make a list of what you know, what you want to know and possible sources
which might help you learn about your topic.
What I know
What I want to know
15
Possible Sources
Research Questions:
WH- Question
Research Question
What are the most significant
What are the connections between
differences between the play and the
the play and the script?
movie?
Were the characters portrayed the
What is the connection between the
same in both mediums? What were
characters in the way they are
the differences?
portrayed in the different mediums?
What did the director of the movie
What influence did the medium of
and the writer of the play do to
film have on the play?
overcome the differences of the two
mediums?
What were the differences between
What was the influence of the film
the props and clothing in the
medium on the props and clothing?
different mediums?
Please take note:
These WH questions and research question are here to help you. Feel free to
use these as a basis to create your own. The reasoning behind this is that
we encourage you to question and analyse all texts. Remember to use the
words “connection” or “influence” in your questions.
16
CHECKLIST AT THE START OF THE PROJECT WORK
Yes
I/we have chosen our topic.
I/we have decided on a question to investigate.
We have decided on job responsibilities.
We have divided up the workload.
We have started searching for material on our topic.
We are aware of the requirements for the project.
We have read and understand the instructions for doing the
project.
We have gone over the rubrics for grading the project.
We are ready to start our project.
17
Not
yet
Agreeing Deadlines
For each of your individual tasks set intermediate deadlines so that the
group project as a whole can be realised on time. Make sure that these are
realistic and that they are adhered to.
Make a list of all the delegated tasks, the relevant deadlines and a record of
the people set to carry them out. This will help you develop an overview of
the project as a whole.
Task
Who
18
When
Done
CHECKLIST DURING PROJECT WORK
Yes
We have a question to investigate.
We have collected enough material for our project.
We have started reading and sorting out the material.
We have started summarizing the material in our own
words and writing the drafts.
We have interviewed special people who can help us in our
project.
We are filling out the work schedule page every lesson.
We are keeping all our resources, drafts etc in our working
file.
The working file is handed in to the teacher each lesson.
Our group is working well together.
We are on time with our project.
19
Not
yet
CHECKLIST FOR FINAL WRITTEN WORK
Yes
My/our project contains all the required parts.
My/our project is typed and in a folder opening from left to
right.
My/our project has my/our name on the cover page with the
date and any other necessary information.
My/our project has been edited by all the members of the
group/by myself, with respect to spelling, grammar and
punctuation.
My/our project contains picture, maps. charts or any other
documents that will add to the understanding of the topic.
My/our project has a bibliography.
My/our project is neatly presented, easy to read and
represents my/our best efforts.
20
Not
yet
Rubric for Assessing Written Presentation
Criteria
Descriptors
The group worked quite
well together most of
the time.
Group Work D e s c r i p t o r s
The groups worked
well and were
always on task.
Each member
contributed to the
final product
In general there is
evidence that each
member contributed to
the final product.
6
4
3
·
information
is
·
some
information
is
Content and
irrelevant to the topic
Organization relevant to the topic
· fluent expression
· text is poorly organized
· chunks of the task
are not written in
pupil's own words
10
7
· correct use of
appropriate vocabulary
12
· correct use of
varied vocabulary
· appropriate
word/ idiom choice
and usage
Mechanics
· few errors of
agreement, tense,
word order,
connectors,
pronouns,
prepositions
12
· task is not written in
pupil's own words.
4
· occasional errors of
word/idiom form,
choice and usage
· use of
· occasional use of
appropriate register
inappropriate register
6
5
4
· correct use of
· occasional incorrect
language structures
use of language
structures
·
few errors
spelling,
punctuation,
capitalization,
paragraphing
4
1
· information is irrelevant
to the topic
· message cannot be
understood
· text is fairly well
organized
· task is written
mostly in pupil's
own words
Language
Use
2
· message is
sometimes difficult to
follow
· text is well
organized
Vocabulary
The group did not work well
together and not everyone
contributed to the final
product
· frequent errors of
word/idiom form, choice
and usage
· use of inappropriate
register
3
1
· consistent incorrect use
of language structures
· several errors of
agreement, tense, word
order, connectors,
pronouns, prepositions,
fragments, run-ons
10
7
4
of
· occasional errors of
spelling, punctuation,
capitalization,
paragraphing
3
2
Teachers can give in-between grades e.g. 9 pts.
21
1
· limited or inappropriate
vocabulary
· frequent errors of
agreement, tense, word
order, connectors,
pronouns, prepositions,
fragments, run-ons
1
·
frequent
errors
of
spelling,
punctuation,
capitalization, paragraphing
1
0
Principles for Public Speaking
10 Key Principles To Always Keep In Mind
1---Speaking in public is NOT inherently stressful
2---You don't have to be brilliant or perfect to succeed
3---All you need is two or three main points
4---You also need a purpose that is right for the task
5---The best way to succeed is NOT to consider yourself a public
speaker!
6---Humility and humour can go a long way
7---When you speak in public, nothing "Bad" can ever happen!
8---You don't have to control the behaviour of your audience
9---In general, the more you prepare, the worse you will do
10--Your audience truly wants you to succeed
http://www.projectorsolution.com/effectivepresentations.asp
http://www.impactfactory.com/gate/public_speaking_training_course/freeg
ate_1552-1104-88327.html
http://www.angelfire.com/ab/speakers/main.htm
http://www.public-speaking.org/public-speaking-articles.htm
22
Check list Public Speaking
TIP 1
HOW ARE YOU DRESSED:
It should be comfortable for you and comfortable for the audience too. It
should suit the occasion. Don't feel shy, find out from the organizers how
others will be dressed : Formal or Informal. Please do avoid glittery
ornaments and flashy dresses, Simpler the better !
TIP 2
HOW IS YOUR POSTURE:
Be Comfortable & Amicable : Straight & Poised.
Don't Swing, Shift or Jump.
Don't lean Forward / Backwards, or put your weight on Podium.
Body in ATTENTION, Hands and Feet AT EASE is the general idea.
TIP 3
HOW ARE YOUR GESTURES:
Hands free & flowing, but not too much. Make habit of starting speech with
hands held lightly in front (to avoid nervous gestures). Once you are
comfortable allow them freedom.
Gestures add effect to your speech.
TIP 4
HOW IS YOUR EYE CONTACT:
Look in the eyes of people. Move your eyes in slow smooth cycles to cover the
entire audience, especially corners. It catches attention. It creates RAPPORT
and it gets you ..
AFFECTION & APPLAUSE.
TIP 5
HOW IS YOUR VOICE:
Bring variations by changing loudness and tone as per mood
of your words and theme of your speech. Modulate your voice.
Use it to add emphasis etc. It brings life in to your speech.
TIP 6
HOW IS YOUR LANGUAGE:
Should be comfortable for you & the audience.
Use words which are natural to you, use phrases which are understood by
all. Avoid bookish language, or too technical Jargons. Some Foreign
Language words are not easy to translate - Don't. You can add few sentences
of local language for effects.
Do not mix languages so much or so many times that it irritates.
Above all check HOW IS YOUR SMILE TODAY ?
23
A Checklist for your Presentation
You owe your audience and yourself a good presentation, but creating an
effective presentation takes planning and practice, so some final pointers
Start preparing early; don't wait until the last few days to prepare
prepare it early, let it rest a little bit and come back to it
practice your entire presentation-including your slides
if you can practice it before a group of colleagues or friends
Think about Your Audience:
who are they and why are they here;
what are their interests;
what do they know; what do they want to know; what is a worthwhile
investment in their time
Be clear about your purpose:
are you informing or persuading;
tell them what you are going to do, tell them, tell them what you told
them;
what do you want the audience to know, feel, or believe afterwards
Use an Effective Introduction:
orient the audience; explain why it is important; set the tone,
establish a relationship between the speaker and the audience; establish
credibility;
avoid weak introductions such as apologies, jokes, rhetorical questions
Organize your presentation clearly and simply:
Prioritize topics and allocate time accordingly

stick to only 3-5 main points;

have a well thought pattern (examples are problem/solution,

chronological, cause and effect, topical); use transitions to move
smoothly from one point to the next
Use supporting materials to flesh out main points
Use examples, statistics, expert opinions, anecdotes
Compose for the Ear, not for the Eye:
use simple words, simple sentences, markers, repetition, images, personal
language ("You" and "I")
24
Create an Effective Conclusion:
summarize, set final image, provide closure; don't trail off, don't use trite
phrases
don't just present data or summarized results and leave the audience to
draw its own conclusions
you have had much more time to work with your information than your
audience; share your insight and understanding and tell them what you've
concluded from your work
Sound spontaneous, conversational, enthusiasticuse key phrases in your notes so you don't have to read, use the overhead
instead of notes;
vary volume, don't be afraid of silence, don't use fillers like "um"...
Practice, Practice, Practice
Use Body Language Effectively: relaxed gestures, eye contact; don't play
with a pen or pointer,
don't block visual aids
Use Visual Aids to Enhance the Message:
you will probably need to use overhead transparencies in your
presentation but to be effective, they must be designed and used properly
use visuals to reinforce and clarify, not overwhelm;
keep visual aids uncluttered; use titles to guide the audience
if you use tapes or disks, make sure the equipment is compatible
Analyze the Environment:
check out size of room, placement of chairs, time of day, temperature,
distractions
check out AV equipment ahead of time; have a spare bulb
Cope with Stage Fright by Remembering: it's normal; it can be helpful,
everyone feels it
Original text can be found @
http://web.cba.neu.edu/~ewertheim/skills/oral.htm
25
Oral Presentation Rubric.
(Students will be graded separately)
Students Name:
CATEGORY Gold
Silver
Bronze
Preparedness
and Content
Student is completely
prepared and has
obviously rehearsed.
Shows a full
understanding of the
topic.
Student seems pretty
prepared but might
have needed a couple
more rehearsals. Shows
a good understanding of
the topic.
Student does not seem
at all prepared to
present. Does not seem
to understand the topic
very well.
20
Stands up straight, looks
relaxed and confident.
Establishes eye contact
with everyone in the
room during the
presentation. Speaks
clearly and distinctly all
(100-95%) the time, and
mispronounces no
words. · Presentation is
spoken rather than read
from notes
20
Uses vocabulary
appropriate for the
audience. Extends
audience vocabulary by
defining words that
might be new to most of
the audience. Always
(99-100% of time) speaks
in complete sentences.
15
Stands up straight and
establishes eye contact
with everyone in the
room during the
presentation. Speaks
clearly and distinctly all
(100-95%) the time, but
mispronounces one
word. · Presentation is
spoken rather than read
from notes occasionally
5
Slouches and/or does
not look at people
during the
presentation. Often
mumbles or can not be
understood OR
mispronounces more
than one word.
Presentation is read
from notes
15
Uses vocabulary
appropriate for the
audience. Includes 1-2
words that might be
new to most of the
audience, but does not
define them. Mostly (8098%) speaks in
complete sentences.
5
Uses several (5 or more)
words or phrases that
are not understood by
the audience. Rarely
speaks in complete
sentences.
20
Presentation is 5-6
minutes long.
15
Presentation is 4
minutes long.
5
Presentation is less
than 3 minutes OR
more than 6 minutes.
20
Almost always listens to,
shares with, and
supports the efforts of
others in the group. Tries
to keep people working
well together.
15
Usually listens to,
shares with, and
supports the efforts of
others in the group.
Does not cause "waves"
in the group.
5
Rarely listens to, shares
with, and supports the
efforts of others in the
group. Often is not a
good team member.
20
15
5
Presentation
Language
Time-Limit
Group Work
Self Reflection Page
26
1. Did you enjoy working on the project?
2. Did you learn anything cultural, educational?
3. What were your expectations? Were they met?
4. Describe the workload in the group? Who did what?
5. In the group, were group members adequately equipped?
6
Reflectively would you change the division of the workload? If yes,
why?
7. What kind of help did you need, and did you get the help you wanted?
8. Were my instructions helpful and clear?
27
9. Were any requirements too difficult to achieve?
10 How did you overcome these problems?
11 Next time you do a project, what changes would you make?
12 In what area do you think your English has improved: writing,
reading, grammar, speaking, new vocabulary and spelling?
13 Working in a group demands social interaction skills. In what way
were you affected? Was it positive or negative?
28
Steps of Teaching Social Skills
What are Social Skills?
1. Discuss the Need for Social Skills
Before you can help students improve their social skills, they need to
understand why these skills are important. You might have students
Roundrobin problems they've experienced in cooperative learning teams.
Then point out that most of these problems is caused by poor "social skills,"
sometimes known as "people skills." Share with them that even adults need
to work on their social skills from time to time! Have them Brainstorm lists
of social skills to work on throughout the year. You might offer a few
suggestions from the list on the right to get them started.
29
2. Select a Social Skill
When teaching social skills, it's best to focus on just one skill at a time. You
can choose the skill, or you can let your class decide which skill they need to
work on first. I generally start by teaching the skill of Praising, and along
with that I reinforce the idea that I will not permit "put down" comments.
Select just one skill as your focus. You might want to work on a different
skill each week, perhaps even creating a Skill of the Week bulletin board.
3. Teach the Skill
This step is not as obvious as it might seem. It's not enough to say, "Be
nice!" You have to help students identify exactly what they need to do and
say in order to improve the identified social skill. For this part of the lesson,
I use the T-chart shown at top. (A blackline master of the Social Skill T-chart
can be found in the File Cabinet.) You can make a laminated poster for your
bulletin board or create a transparency to use on the overhead projector.
Write the social skill in the box at the top. Then ask members of the class to
Brainstorm what students should do and say when they are demonstrating
the social skill. The things that they DO are listed in the Looks Like column
because this is what the skill looks like to others when it is demonstrated.
The things they SAY are listed in the Sounds Like column because this is
what the skill sounds like to others.
Examples for the skill of Praising:
Looks Like: Thumbs up, Clapping, Smiling
Sounds Like: Terrific! I knew you could do it! You're so
smart! Way to go! I like the way you . . .
30
4. Practice the Skill
After you discuss what the skill Looks Like and Sounds Like, you need to provide an
immediate opportunity for practicing the skill. The best way to do this is to plan a
structured cooperative learning activity to follow the social skills lesson. For example,
if you taught Active Listening as the social skill, you might follow up with a simple
Round robin activity. Round robin would be an ideal choice because each person
takes a turn responding to a question, and everyone else should be listening actively to
their response. A structure like Line Ups would not work as well because students are
not as verbal during Line Ups. Here a few suggestions for social skills and
corresponding structures:
Social Skills
Structures for Practice
Active Listening
Praising
Taking Turns
Roundrobin, Think-Pair-Share, Mix-Freeze-Pair
Rallytable, Roundtable, Pairs Check, Showdown
Rallytable, Pairs Check, Roundtable
Think-Pair-Share, Numbered Heads Together,
Using Quiet Voices
Showdown
Rallytable, Roundtable, Pairs Check, Showdown, MixStaying on Task
N-Match
Helping or Coaching Rallytable, Pairs Check, Showdown, Mix-N-Match
Mix-N-Match, Mix-Freeze-Pair, Showdown
Using Names
5. Pause and Reflect
Sometime during the structured practice activity, use your quiet signal to
stop the class. Ask them to think about how well they have been using the
social skill. If you have observed teams or individuals doing a good job with
the skill, share your observations with the class. Challenge students to
continue to work on their use of the social skill as they complete the activity.
Refer to the posted social skills T-chart if students have forgotten what the
skill Looks Like and Sounds Like.
6. Review and Reflect
At the end of the activity, reflect again on how well the social skills were
used. You can use a different T-chart for this, one with a plus sign and a
minus sign for the headings. Take a few minutes to brainstorm with the
class all the good things that were happening, and the things that still need
work. This is also a perfect opportunity for personal journal writing and
reflections. Consider these writing prompts:
How well was the social skill being used on your team? What specific
examples do you remember?
How did you personally use the social skill? What did you do and/or
say? To whom?
How might you improve in using this skill next time?

31


(For original text)
http://home.att.net/~clnetwork/socialsk.htm
Visual aids
How many visual aids should I use?
Some kinds of oral presentations will require one kind of visual aid;
presentations conveying complex information may require several kinds of
visual aids. The point, quite simply, is that listeners are as resistant to an
unbroken barrage of words as readers are to unbroken pages of prose.
What type of visual aids should I use?
You can use drawings, graphs, props and objects, a blackboard with an
outline, charts, demonstrations, pictures, statistics, cartoons,
photographs, maps, etc. Use anything that will help people SEE what you
MEAN!
How do I design effective visual aids?
Because your visual aids will be seen while the audience is listening to you,
you will need to be sure that all visuals are as simple as possible and as
easy to read:











Avoid too much information on any single visual.
Use boldface type in a font size that can be easily read.
Use sans serif type because if produces a sharper image for slides and
transparencies.
Limit the fonts you use to two per visual.
Avoid all caps.
Use a type--size and font--that contrasts distinctly with the
background.
Avoid visuals that use too many colors--more than four on any one
aid.
If you are preparing slides or transparencies for video conferencing,
use the plain background and a color--such as yellow or light green-and black text. Color can enhance a visual, but it can also reduce the
effectiveness of the message. The point is to use good judgment in
visual design. Use visual aids, but don't overdo color or text.
Templates available in programs such as PowerPoint are tempting,
but they may not be readable when text is placed on them!
Avoid making your audience study your aids. If they are busy trying
to decipher your visual aid, they will not be listening to you.
Bar graphs, circle graphs, simple diagrams, pictures, and lists are
standard types of visual aids. Whatever aid you decide to use, limit
the aid to only the concept, data, or point you are trying to make. Use
bar graphs, line graphs, or circle graphs rather than tables,
particularly if the table has more than one column.. Tables are harder
to interpret than a graphic presentation of the content. Also, tables
can easily contain too much information and are more acceptable in
written reports, where the reader has time to study them.
32




Be sure that what the visual says is immediately evident.
Computer graphics and programs such as Harvard Graphics,
PowerPoint, and Excel in combination with color printers and slide
projection equipment give you the opportunity to experiment with
graphic design. Try developing visual aids that are visually pleasing as
well as clear.
Use technology whenever possible. Some web sites have visuals that
you can use for presentations about that topic.
Technology allows speakers to download graphs, drawings, and
figures from the World Wide Web. The Web is perhaps one of the
richest, newest, most colorful sources of visual aids.
Many presentation rooms now have internet connections and even
computers that have the appropriate software to run a browser such as
Netscape. When the computer is connected to an overhead projector, Web
images can be shown on a screen. Because of the increasingly rich range of
materials available on the World Wide Web, resources available to enhance
any oral presentations are almost limitless. Even if the room in which you
will give a presentation does not have internet connections, you can still
print Web materials via a color copier onto paper or transparency masters.
How do I use my visual aids effectively?
The key to using graphics and visual aids effectively requires using them so
that they make the maximum impact. Begin your presentation with no aids,
as you want your audience to be listening to you, not looking at props,
specimens, or other visual aids. Present the aid at the appropriate point in
your presentation, then remove it immediately. Present the aid; give your
audience a few seconds to comprehend it, and then comment on the aid. Use
a pointer, such as a laser pointer, to focus your audience on the part of the
graphic you are discussing.

Be sure to speak slowly and deliberately as you explain or use a
graphic to avoid confusing your audience. In addition, remember to
talk to your audience members, keeping eye contact with them, not
your visual aid.

When you use slides, tell the audience what they will see, show them
the slide; give them time to digest what they are seeing; then comment
on the slide.
Turn off the projector lamp between slides. Do not begin talking about
another topic while a slide, depicting a past topic, is still showing.
Remember: people cannot see and listen at the same time.

33
Worksheet 1
Characters- The author has chosen a few
quotes to tell us something about each
character.
1. What does the author want us to know about Tillie? What is she interested in? Is
she excited about it?
2. What do we learn about Beatrice from this quote? What kind of an atmosphere
does she live in? List negative words that you find.
3. What problem might Ruth have?
Setting – The play takes place entirely in the family home.
Draw a stage-set from the description of the setting. What atmosphere does it
convey?
A scene is part of an act. It often changes according to the mood ( conveyed by
music, light) , or the entrance of a new character.
Act I, Scene One (pages 1-10)
1. Circle correct answers.
From the playwright’s stage directions on page 1, we know that
a. music accompanies the scene
b. children have been lost
c. the first character we hear is Tillie
d. the play begins on an optimistic note
e. the play begins on a depressing note
2. Who is the “He” in Tillie’s opening monologue? (pages 1 and 2)
3. The playwright uses dramatic techniques to draw the audience’s attention.
We hear Tillie’s voice recorded before she actually speaks. Why do
you think Zindel does this?
4. Another dramatic technique is the one-sided phone call (pages 3-6).Why
doesn’t Zindel present both sides of the conversation?
5. Who is Mr. Goodman? Where is he calling from?
34
6. What do we learn about the characters from this conversation? Write the
adjectives and phrases in the chart.
bright, cares about study, quiet, not pretty, doesn’t care about study, useless to
help her, worried, good mother, polite, doesn’t want to pressure, will have problems
in life, good-looking, loves the rabbit, afraid of future crisis
Beatrice
Tillie
Mr. Goodman
According to
Beatrice
According to Mr.
Goodman
7. Guess what Mr. Goodman’s questions or responses are. Write them down
here.
8. Do you notice anything “inappropriate” about Beatrice’s conversation with
Mr. Goodman? What?
9. How do you view Beatrice after her comments to Tillie on page 6-7?
In what ways is she different from what she appeared to be on the
phone?
10. Choose the correct answers.
Beatrice told Mr. Goodman that Tillie doesn’t always want to go to school. We
know now that
a. Tillie doesn’t want to go to school
b. Beatrice was lying
c. Tillie was sick
d. Tillie really likes school
e. Beatrice didn’t let Tillie go to school
11. What is “wrong” about Tillie in Beatrice’s opinion? Choose one.
a. that she’s keeping Tillie home from school
b. that Tillie’s absence from school puts her (Beatrice) in a
negative light
35
12. What are Beatrice’s complaints against the school (page 7)?
Against Mr. Goodman?
Against Miss Hanley?
On what facts are these complaints based?
13. How does Beatrice “justify” keeping Tillie from school (page 7)?
Why do you think she keeps Tillie from school?
14. Both Beatrice and Tillie lie. What’s the difference in their lies?
15. Beatrice uses strong language and has a flair for exaggeration.
Give examples from pages 6-7.
16. Who does Beatrice start blaming on page 8? What does she add to her
concentration camp analogy?
17. What kind of experimenting does Mr. Goodman do after sundown,
according to Beatrice?
18.Why does Tillie want to go to school so badly (pages 8-9)?
Why doesn’t Beatrice let her go? How does Beatrice keep her at home?
19.Beatrice’s speech is characterized by biting sarcasm (often saying the opposite
of what one thinks in order to make a point). Give examples.
36
Scene Two (page 10-19). Read the whole scene and answer the questions.
1. Which daughter resembles the mother? In what ways?
2. Now Ruth is embarrassed because of Tillie. Why? Name three reasons.
3. On page 14, Ruth says that Chris says “She looks like the one that went to
the Looney doctors.” Who’s the “she”? Why is Ruth so happy about this?
What information do we learn on page 19 that explains her reaction?
4. What seems to be the most important thing to Beatrice and Ruth about
Tillie?
5. How does Ruth amuse herself with Mr. Goodman at Tillie’s expense?
6. Zindel’s use of props has intended meaning. What do you think the
backscratcher and the cigarettes add to the characters of Beatrice and Ruth?
37
Worksheet 2
Act I, Scene Three (pages 19-24)
1. What parts of Tillie’s speech are new information for you?
a. atoms are exploding
b. one part of the world is becoming another
c. a white cloud appeared in the glass
d. smoke kept on forming from the metal
e. atoms are going to continue breaking down for millions of years
2. Read the playwright’s directions on p. 20-21.
What is Tillie doing?……………………………
What is Beatrice reading?………………………
3. What is the one thing Beatrice says she has always wanted on page 21?
Is Beatrice serious when she says this? Yes/No
How do you know?
a. Tillie has to beg her mother to let her keep the marigold seeds.
b. Beatrice says she wants a tomato patch too.
c. She says it repeatedly and in an exaggerated way.
d. All of the above
4. What is unrealistic on page 22?
5. “You know I’m thinking of getting rid of that.” What is “that” on p. 22?
(Refer to the setting for help.)
6. Beatrice dreams of setting up a tea shop. True/ False
7. Sometimes words are used in unusual ways. Tell what each word means and
what’s unusual about the way each one is used on page24.
a. ancientb. negotiate
8. Read the playwright’s description on page 24-5
Copy 8 words and phrases that describe Nanny’s age.
Copy 4 ways that he describes Nanny’s slowness.
9. Half-life is how long it takes for half of the atoms in something to break
down.
38
What is cobalt-60?
a. a kind of seed
b. a kind of radioactive substance
c. a cloud chamber
10. Who gave Tillie the seeds?
11. Why can we assume that Tillie is a good student?
12. Who does “this” on page 28 refer to?
13. How does Beatrice talk to Nanny?
a. with respect
b. as if she were an idiot
c. with a normal voice
d. as if she enjoyed caring for her
e. with violent thoughts
f. she makes fun of her
14. What does she call Nanny on page 29?
Did Beatrice imagine she’d be living a life like this? YES/ NO
15. Is Nanny Beatrice’s mother? (page 30) YES/NO
How do you know?
16. Beatrice makes fun of Nanny’s daughter too.
this?
Why do you think she does
17. Is this the first time Beatrice has cared for an elderly person? YES / NO
18. Beatrice uses very “colorful” language. See if you can tell what or who she’s
referring to when she says the following things.
Beatrice’s Words
Zombie p. 29
Miss Career Woman of the Year p.30
Misfits p.31
Mud pool p.31
Tied down with two stones around her
neck p.32
Angora manure machine p.34
Beatrice’s meaning
19. Does she think science is a meaningful thing to learn? YES/ NO
20. What do we learn about her as a young girl? Complete the sentences
She could………………………………………..
She was ………………………………………….
She was a ………………………………………..
21. Who does she blame for the wrong turn in her life?
22. Beatrice didn’t understand why people said, “Why, just yesterday,,,”
39
What does she understand now?
a. that life goes by slowly
b. that life goes by quickly
c. that one isn’t young forever
d. that everyone gets varicose veins in the end
23. What two things in the play are “exploding”?
A
b.
24. What does Beatrice want to do with the chloroform?
25. In what way does she compare Nanny and the rabbit?
a. they both produce ………………
b. they both prevent her from ………………………
26. How does Beatrice compare herself to Cobalt-60?
27. List the things that she claims are bad in her life in your own words.
(page 35-66)
40
Worksheet 3
Act I, Scene Four (pages 36-49)
1. Who did Beatrice call? …………….
Who answered the phone?……………….
2. What incident is she referring to when she mentions the “frozen foods” ?
a. When Beatrice was by the frozen foods where she met Mr. Goodman
b. When Tillie met Mr. Goodman by the lobster tank and Beatrice saw
this from the frozen foods
c. When Beatrice spoke to Mr. Goodman at A & P Supermarket
3. Write “T” for True or “F” for false according to your understanding of p. 37-8
Beatrice doesn’t understand how Ruth could possibly be doing anything
useful
at the school office……
Beatrice thinks Ruth’s job is a good idea………
Ruth takes care of the attendance at the science office at school……..
Beatrice thinks it’s possible to trust her daughter with the job……….
Ruth is a very good student………
Beatrice thinks it’s good that Ruth work hard…….
4. p. 38 .Beatrice mentions that Ruth is suffering from something. Then she
corrects herself , “I suppose I should say recovering from…”
Why do you think Beatrice corrects herself?
5. Fill in the blanks with one of these words: sterility, radioactivity,
marigolds
What is Beatrice calling Mr. Goodman about? ……………..
What part of Tillie’s project is Beatrice afraid of?……………….
What did she hear might be a result?……………..
6. Make an “X” next to the answers which are NOT correct.
a. Beatrice understands Tillie’s project………….
b. Mr. Goodman asks Beatrice if she understands what mutation is…..
c. Beatrice is going to go to the library to study about mutations……..
d. Beatrice felt insulted by Mr. Goodman explaining scientific definitions
to her.
e. Beatrice isn’t worried about her daughters’ future problems………
Act One, Scene Five ( p. 40-53)
41
1. Describe how music introduces the next scene – in Hebrew.
2. What happens to Ruth on pages 40-41? Where is she “going”?
What did you already know about Ruth’s health?
3. Do you think Ruth was having a convulsion or a nightmare?
4. What was she dreaming about (p.42)?
a. a bad bogey man
b. an old man that used to live in their house
c. the thunder
5. Look on page 45-6.
What is the “history” Ruth is referring to? (Look on page 17)
6. What doesn’t Beatrice want to hear about?
Copy the line that shows you that Beatrice has a hard time dealing with
problems.
7. What story does Ruth want Beatrice to tell her again?
a. about her illness
b. about stealing the wagon
c. about her nightmare
8. What is something rather “un-motherly” that Beatrice does to help relax her
daughter? (page 47)
9. Who did Beatrice steal the wagon from? (p.47-9) …………………..
What things happened as a result?
a. Her father was proud of her
b. Her father hit her.
c. Her father gave her candy
d. She stole the wagon again
10. What feelings did Beatrice have about her father? Underline appropriate
answers.
 She was angry at him.
 He provided stability in her life.
 She was proud of him.
 He was no better than other men.
 She never laughed with him.
 He was important to her.
 She felt a sense of adventure with him.
11. What crisis did Beatrice have in her childhood (page 50) ?
12. What was her papa’s last request of her? What’s ironic about it?
13. Describe Beatrice’s nightmare. Circle words of things that appear in it.
circus horses
dirty workhorses
a shiny blue wagon
42
bells ringing
beautiful horses
a gold braid
a lovely gown with jewels
an old wagon
14. Ruth says it doesn’t sound like a nightmare. Do you agree?? YES/NO
15. What makes it a nightmare on page 52?
16. Why does Beatrice ask “What’s left for me?”
Quiz Number One: The Effect of Gamma Rays on……
1. What are two dramatic techniques that Zindel uses to draw the audience’s
attention to his characters?
a.
b.
Fill in the blanks with one of the following:
Beatrice /
Goodman
Ruth /
Tillie / the school /
Mr.
2. Who/What is Beatrice referring to when she says,
a. “She isn’t a pretty girl” ……………………
b. “Forty years behind the times” ………………….
c.
“A Hebrew hermaphrodite” ………………………
d. “Do you want me to chloroform that thing?” …………………
e. “Fortress of knowledge” …………………………
f.
“ A convulsive” ………………..
g. “Administrator of a concentration camp” …………………..
Underline the correct answer.
3. Tillie is interested in (changes in atoms, rabbit droppings, concentration
camps).
4. Tillie doesn’t go to school because (she doesn’t want to, her mother doesn’t
let her, Mr. Goodman doesn’t teach her).
5. Beatrice blames Tillie for (bringing a rabbit home, telling the school her
mother runs a concentration camp, talking to Mr. Goodman on the phone).
6. Mr. Goodman is a (science teacher, hermaphrodite, friend of Beatrice).
43
7. We learn from Beatrice’s conversation with Mr. Goodman that (she cares
about Tillie’s studies, cares mostly about appearances, doesn’t like Mr.
Goodman)
11
Quiz Number Two: The Effect of Gamma Rays on……
1. Fill in the blanks with the following words:
sterility, radioactivity, attendance, mutation, convulsion,
nightmare, compost,
stability,
vibrates,
proud
a. Beatrice had heard that exposure to radioactivity may result in
……………………………
b. Ruth was in charge of ………………………… at the school office.
c. Mr. Goodman asked Beatrice if she understood what a
………………………. was.
d. When Ruth has a ………………….., the whole house …………………….
e. Cobalt 60 Gamma Rays are a kind of ……………………………
f.
Ruth is ……………of Tillie for becoming a finalist.
g. Beatrice’s dream turned into a ……………….. when the wagon turned
into the street where she lived.
h. Beatrice calls the rabbit a cotton-tailed……………………… heap.
2. Put the following events in the right order.
…..Beatrice’s father died.
…..Tillie became a finalist in the science competition.
…..Beatrice’s mother died.
…..Ruth got a job in the school office.
…..Beatrice stole the wagon and went out for a ride.
…..Beatrice got married.
…..Beatrice told Ruth about her nightmare.
…..Dr. Burg called from school to inform Beatrice about
Tille going to the semi-finals.
…..Beatrice put her father in a sanatorium.
3.
TRUE OR FALSE
44
1. Mr. Goodman tried to explain Tillie’s project to Beatrice…….
2. Beatrice likes having the marigolds in the house………
3. Ruth thinks that Tillie’s success will make people think better
of her (Ruth)……….
4. Ruth is a good student at school …………..
5. Beatrice is surprised that Ruth can do the job at school……..
6. Beatrice understands that she hurt Tillie at the end of Act I…………
7. Beatrice wants to appear on the stage at the Science Fair………
111 Quiz Number Three: The Effect of Gamma Rays on……
1
Complete the sentences below according to your understanding of Act.
In Janice’s project she boiled……
There is hope at the beginning of Act II because …
Ruth overheard Miss Hanley say that her mother….
Beatrice is afraid….
Ruth begs Tillie to give her…..
2 TRUE OR FALSE
Beatrice is proud of Tillie…..
Beatrice offers to stay with Nanny so Ruth can go to the competition….
Beatrice is confident that Tillie will win the competition…..
Beatrice didn’t mind being called “Betty the Loon”….
When Ruth and Tillie leave for the play, Beatrice phones the teachers to
tell them how they’ve ruined her life…..
Ruth has a convulsion because Beatrice yelled at her…..
Beatrice makes arrangements to get rid of Nanny…..
Beatrice and Tillie see the world in the same way…..
3
Fill in the blanks with these words:
scientific, donate, atom, college, convulsion, effects
When Ruth sees the dead rabbit she begins to have a ………..
Janice is going to ……………her project to the science department.
Tillie’s experiment showed the strange …………radiation can produce.
She says her experiment will look good on …………. applications.
Tillie says the day will come when mankind will thank God for the
beautiful energy which comes from the ………….
4
Match the sentence halves which describe Tillie’s project. Write the
letter.
The seeds which received moderate radiation….
The seeds closest to the gamma source…..
The seeds which received little radiation….
gave rise to mutations such as double blooms
have grown into normal plants
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were killed or yielded dwarf plants
ESSAY TEST
Write at least one folio page (250 – 300 words) about one of the topics below OR any
of the topics on your “Talking and Writing…” page.
Your work needs to be well-organized and detailed. First, brainstorm the ideas you’re
going to write about. Then, choose facts, explanations and examples that support
your ideas.
1. “Me and cobalt-60! Two of the biggest half-lifes you ever saw!” Why does
Beatrice call her life a “half-life”. Give various reasons.
2. “My father made up for all the other men in this whole world,” said Beatrice.
What was the significance of Beatrice’s father in her life? How does he
compare with other men? Explain.
3. “She’s my sister!”, yelled Ruth excitedly. Compare the way Ruth related to
her sister Tillie before and after she became a semi-finalist.
4. “Betty the Loon!” Why did Ruth call Beatrice by this name? What changes
did this cause in the play?
GOOD LUCK TO ALL!
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Using Electronic Sources.
What to Consider.
1. Consider the purpose of a source.
2. Consider the authority and reputation of a source. The Web address
(URL) can help un identify the authority of the source. Checking the
domain in the address will give you some sense of who is sponsoring
the site.
3. Consider the credentials of authors and sponsoring agencies.
4. Consider the timeliness and stability of a source.
5. Consider how well a source presents key information.
6. Does the subject source present itself as objective and/or personal?
7. How much authority does the source claim?
8. What role should the source play in my project:
Authority?
Opinion?
Illustration?
Domains you need to know.
.edu -------.org --------.gov -------.com ------.net --------
an educational institution
a nonprofit organization
a government sponsored site
a commercial site.
a network site.
RESEARCH:
Yahoo and Google are recommended search engines. There are many more,
but I find these useful.
For a successful search, break down the information you need into small
parts. Connect with the words: AND, OR, NOT, ( ), “ “, +
For example, if you want to know what differences between the reviews for
the movie and play is: type: Review “the effect of Gamma Rays on the
man in the moon” AND play AND movie.
In your work file a few sites have been cited for you to use.
Happy Surfing!
CITING YOUR SOURCES IN A BIBLIOGRAPHY
When you use a resource from the Internet or elsewhere, you must cite your
source.
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How to fill in the resource page:
Name of the site
You can usually find this on the home page of
the website if it is not on the page you are
accessing.
Name of the article
You can also write the web page name here if
there is no article name.
Author
Write the author OR contact name of the website
OR contact email of the website.
Exact Internet address
(URL)
It is recommended that you copy (ctrl + C) and
paste (ctrl + V) the web address directly from
your browser so as not to make mistakes while
copying.
Date article was
accessed
Note example above.
Short description of the
site/article
This is for your and other teachers' future
reference.
How to write your BIBLIOGRAPHY
Write the name of the site, article, author's name – (last name first).
Also write the place the article was taken from.
Add the date it was written – (if it tells you).
Write the site address and date at the bottom
Write a short description of the site or article.
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Instructions to games mentioned in project:
Think-Pair-Share
How
Does
It
Work?
Think. The teacher provokes students' thinking with a question or prompt or
observation. The students should take a few moments (probably not minutes) just to
THINK about the question.
Pair. Using designated partners nearby neighbours, or a desk mate, students PAIR
up to talk about the answer each came up with. They compare their mental or
written notes and identify the answers they think are best, most convincing, or most
unique.
Share. After students talk in pairs for a few moments (again, usually not minutes),
the teacher calls for pairs to SHARE their thinking with the rest of the class. She
can do this by going around in round-robin fashion, calling on each pair; or she can
take answers as they are called out (or as hands are raised). Often, the teacher or a
designated helper will record these responses on the board or on the overhead.
Mix-Freeze-Pair
Say 'mix' and students walk quietly around a room. Call 'freeze' and, when all
students are still, say 'pair' and students pair with the person closest.
Pose a quiz question, give student pairs discussion time, and call for responses.
Repeat 'mix-freeze-pair' for further questions.
Rallytable
The teacher will give the students two things to compare as same and different.
1. Students in pairs pass a piece of paper back and forth, each filling in a new idea
in
the
same
or
different
area.
2. Pairs share ideas within each team to compare and add additional information to
their
diagram.
Numbered Heads Together
Numbered Heads Together consists of the following steps: First, the teacher divides
the class into teams.
Second, each student in the team is numbered off so that each member of the team
has a different number. Third,
The teacher asks a question and announces a time limit. Fourth, the team discusses
the answer to the question.
Make sure everyone on the team knows the answer. Fifth, at the end of the time
limit the teacher calls a number.
The students with that number will be expected to answer the question.
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The Roundtable.
In the Roundtable structure, the teacher asks a question that has many possible
answers. Then the students on each team list answers on a sheet of paper. One
student writes an answer then passes the paper to the person next to them. Each
student does so until the paper has been passed completely around the table and is
returned to the first student. This makes it possible for each student to contribute to
the group.
Round Robin
Round Robin is the same concept as in a tennis tournament.
Mix and Match
Mix and Match are played in numerous ways; such as mixing up pictures and
matching them up to the correct explanations. Anything can be used this way.
Showdown
Showdown is played with general knowledge and is run on the same basics as a
dual competition. The one to answer the quickest is the winner.
Pairs Check
It is played in the same vein as snap. If they have similar answers it is a check.
50